Specificity of Reading Self-Efficacy Among Primary School Children
Peura, P., Viholainen, H., Aro, T., Räikkönen, E., Usher, E. L., Sorvo, R., Klassen, R. M., & Aro, M. (2019). Specificity of Reading Self-Efficacy Among Primary School Children. Journal of Experimental Education, 87(3), 496-516. https://doi.org/10.1080/00220973.2018.1527279
Published inJournal of Experimental Education
© 2019 Taylor & Francis Group, LLC.
We investigated the specificity of reading self-efficacy among second- to fifth-grade children in Finland (N = 1,327). Bandura (1997 Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman. [Google Scholar] ) theorized that efficacy beliefs can be assessed at different levels of specificity; however, empirical support for this view is scarce among young children. Efficacy beliefs targeting reading-related activities were assessed at three specificity levels (general, intermediate, and specific). Confirmatory factor analysis revealed that these specificity levels are separable, but correlated, and the structure was invariant across gender and grade level. Self-efficacy factors were positively associated with reading fluency, but the strength of these associations varied according to specificity level. Findings suggest that reading self-efficacy in primary grades can and should be assessed at different specificity levels according to research aims.
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